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This module contains some example problems involving the manipulation i, the imaginary number.

Let’s begin with a few very simple exercises designed to show how we apply the normal rules of algebra to this new, abnormal number.

A few very simple examples of expressions involving i
Simplify: i 5
Answer: 5i
Simplify: i + 5i
Answer: 6i (Add anything to 5 of itself, and you get 6 of it. Or, you can think of this as “pulling out” an i as follows: i + 5i = i ( 1 + 5 ) = 6i )
Simplify: 2i + 3
Answer: You can't simplify it.

Now let's try something a little more involved.

Example: Simplify the expression (3+2i)2
( 3 + 2i ) 2 = 3 2 + 2 ( 3 ) ( 2i ) + ( 2i ) 2 because ( x + a ) 2 = x 2 + 2 ax + a 2 as always
= 9 + 12i 4 (2i) 2 = (2i) (2i) = (2) (2) (i) (i) = 4i 2 = –4
= 5 + 12i we can combine the 9 and –4, but not the 12i .

It is vital to remember that i is not a variable, and this is not an algebraic generalization. You cannot plug i = 3 into that equation and expect anything valid to come out. The equation (3+2i) 2 = 5 + 12i has been shown to be true for only one number: that number is i , the square root of –1.

In the next example, we simplify a radical using exactly the same technique that we used in the unit on radicals , except that a 1 is thrown into the picture.

Example: Simplify 20 size 12{ sqrt { - "20"} } {}
20 size 12{ sqrt { - "20"} } {} = ( 4 ) ( 5 ) ( 1 ) size 12{ sqrt { \( 4 \) \( 5 \) \( - 1 \) } } {} as always, factor out the perfect squares
= 4 size 12{ sqrt {4} } {} 5 size 12{ sqrt {5} } {} 1 size 12{ sqrt { - 1} } {} then split it, because ab size 12{ sqrt { ital "ab"} } {} = a size 12{ sqrt {a} } {} b size 12{ sqrt {b} } {}
= 2i 5 size 12{ sqrt {5} } {} 4 size 12{ sqrt {4} } {} =2, 1 size 12{ sqrt { - 1} } {} = i , and 5 size 12{ sqrt {5} } {} is just 5 size 12{ sqrt {5} } {}
Check
Is 2i 5 size 12{ sqrt {5} } {} really the square root of –20? If it is, then when we square it, we should get –20.
( 2i 5 ) 2 = 2 2 i 2 5 2 = 4 * -1 * 5 = -20 It works!

The problem above has a very important consequence. We began by saying “You can’t take the square root of any negative number.” Then we defined i as the square root of –1. But we see that, using i , we can now take the square root of any negative number.

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
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John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
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emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
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Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
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you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
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Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
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Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
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Source:  OpenStax, Imaginary numbers. OpenStax CNX. Mar 21, 2011 Download for free at http://cnx.org/content/col11281/1.2
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